Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
A graphic organizer differs from a worksheet in several important ways.
Worksheet
Graphic Organizer
One correct response for each question or blank
A diversity of responses can be correct
Formal test-like quality to practice or assess knowledge
Not standardized, more open-ended
Usually does not include teaching (new information)
Can include new information to capitalize on instructional potential
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC or on page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black! Marsha in purple and Jordan inblue.
Where you see a diamond-shaped bullet (or *), you will need to provide a response.
“Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy: CS4TRC page 92 - Making Prediction and Inferences Instructional Level: Advanced: Grades 4-6
Planning · Reading Comprehension Strategy (RCS)
* Name the RCS. CS4TRC page 92 - Making Prediction and Inferences
Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator Note: The lesson plans in CS4TRC were published before AASL’s Standards for the 21st Century Learner were available. If you are using CRCSSSL, the AASL indicators are given. # 1 Inquire, think critically, and gain knowledge. 1.1.6. Skills: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Brava! Note the keyword "inferences."
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.
· Reading Development Level
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6
Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows: Advancing: Grades 7-8 Advanced: Grades 9-10 Challenging: Grades 11-22
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the CS4TRC advanced lesson with less proficient 8th-grade students.
· Instructional Strategies - for the lesson Cues, Advanced Organizers, and Notemaking
Review these strategies on page 13 in CS4TRC or on page 16 in CRCSSL.
* Which of these research-based instructional strategies have you used in your teaching? Name them. Identify similarities and differences: My math department invested in the following program, IXL Math - Online math practice , we love it because it gives us instant feedback. It tells us if the student's answer was wrong, and it also motivates our students to earn a medal. I told my students to stop when they reach 80% but often they would want to finish off with 100% to receive a medal. I like it because we empowered our students with their own grade; they can decide which grade they want to stop at. Recently, I was working with my classes on their graphing skills as they are on their IEP goal, I came across to this cool practice, using Venn diagrams. I could see it was challenge for them, at the beginning, but after a few practices along with the periodic feedback, they were able to be successful!! This is an outstanding visual tool for our deaf students!! You may try it; it will allow you to do 10 practices to get the feeling before deciding if you want to purchase it. I'm telling you, it's worth the money!! IXL is using most of the state standards, even in Texas. I have also used Venn diagrams. I use this all the time in my language arts classroom. Sometimes it is done informally as a T-chart on a sheet of scratch paper, but other times it can be in the form of a Venn Diagram the teacher has provided. We are also creating analogies. I have mainly focused on synonyms, antonyms, and part to whole analogies. When I teach this, I start out easy by modeling a few examples. Then, I have students create their own. This is great to do when reading a novel; you can get some really interesting connections with what the kids are reading. They are always coming up with connections I did not make.
The important thing to remember about Venns and T-Charts is that the entries must be parallel. For example, if the habitat is entered on the diagram/chart and is different for each animal, each entry should be recorded on the same line (or as #1). If the purpose is to show similarities and differences, entries should not be made at random.
Cooperative learning: My math department used to have math lab activity every Friday but not for the last few years because of our accountability to meet the state's standards. So we decided to do it once every other month on a selected Friday. The most recent activity we had was to celebrate, "Pi Day." The students were divided in small groups, and they worked together measuring the circumference of a circle. They did this by using thread taped on the floor and a given formula. From there, they were able to find the answer. They used the same thread, placed it in a straight line, and measured it. Both measurements are about the same!! Then we all put each group's thread (each group had different size of thread) into a big circle using tape on the floor; it was so much fun, and they all were helping each other. This definitely was a cooperative learning activity!
Summarizing and note taking: We are currently reading the novel, Holes, (italicize online - underlining = a hyperlink) and I have students annotate their novels. Each student is provided their own copy, and I pass out sticky notes so they can record their ideas and observations. They record a note every 1-2 pages. They can draw simple pictures, take simple notes, and write anything that seems significant. An example might be, "Page 32. Stanley was sentenced to camp...Simile-The sweat dripped down the shovel like a water fountain..."Can you teach students to shorten their notes. e.g. S. sentenced 2 camp
Nonlinguistic representations: Recently, I had students draw pictures of context clue words. Each student had to look up a series of words and figure out what they meant. On one side of the index card they wrote the word and drew a picture, and on the other side they wrote the definition that they could infer based off of the word clues. I struggle more with kinesthetic activities. Another activity I have tried was when students were writing similes and analyzing them in poetry. I provided a jar full of pictures. Working in small groups, students would choose two random pictures out of the jar and create similes. They had to create about ten similes using twenty different pictures. They seem to enjoy this activity. It increased understanding, and it made them create, work collaboratively, and think outside of the box.Yes! for creative thinking using kinesthetic activities.
Setting Objectives and providing feedback: This is a regular occurrence in my classroom. I think this is essential when working on writing and reading strategies. First, we discuss what needs to be done. Many times we "unpack" an assessment. This means we look at whatever we are doing and break it down by individual objectives. For example if students had to write an expository essay. We would discuss all of the components such as transitions, variety of sentences, and a well developed thesis. Many times I place these on sentences strips and have it displayed in the classroom. I also think feedback is highly valuabe. I don't consider a grade feeback. I think it is important to make constructive comments on students work. While this might take time, it is a valuable tool in the classroom. Do you post the objectives on the board in student-friendly language?
* Which of these instructional strategies do you need to learn? Name them and describe them.
Summarizingand note taking: Since I teach math, we don't really do much summarizing. But now I think I have some ideas on how to apply this in my math classroom. Since the final exam is coming up, I could have my students pick any lesson in their math textbook that they have learned throughout the year and summarize the lesson. They would do this using American Sign Language. It would give me a real assessment of how much they have learned through their first language as well on how they take notes and structure the information into a summary. With the technology wonder we are having in this century, I could give them some options of how they want to present his/her lesson to their own class by using one of the web 2.0 tools. Great idea - lots of possibilities for success. Questions, cues, and advanced organizers: While I feel confident about the questioning aspect, I struggle with the cues. As a fluent reader, I have a difficult time modeling "think-alouds" and cues. It seems to be obvious, so I don't always know what the kids are missing unless I am working with a small group or an individual. It is then difficult for me to model my thinking especially when it comes to inferencing skills. I find myself wanting to say, "That's just the way it is." "Advance organizers (Cues) take the surprise out of what is to come, help students retrieve what they already know about a topic, and focus them on the new information"(INFOhio). I have a hard time explaining this concept to students and guiding them in the direction they need to go. This is SO important because this is true for almost every teacher/adult reader. We apply our comprehension skills automatically. It is important for us to put ourselves in the shoes of the striving reader. Think-alouds are key. Solution: Practice think-alouds with a colleague.
· Lesson Length
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).
Since my students are low readers, I wonder how much time they would need to do the summarizing and note taking? I agree with you. This must be strongly modeled for the students to understand. Should I collaborate with their writing teacher as well? Make it integrated as the writing and math final exam for our students? Doing the note taking in English then they will do the summary in America Sign Language. I believe they could be able to do this project if I give my model to my students of what my expectation and provide some experiences/exposure of using most of web 2.0 tools like providing some hands on workshop during the class time. I'm worried about the time consuming on this one project when I would have to put my IEP accountability for them on hold? Or should I redesign the IEP goal by using this concept next year, it would be more authentic assessment of each student's learning through both languages, I could record each student's presentation in America Sign Language as evidence to present at their IEP meeting. Then again, I'll need to have a video recorder and a MAC for transferring their video on a USB. We have instructional technology teacher, maybe I could collaborate with him to support that video part. This collaboration would be very new to our department, so I'd say probably the collaboration must happen at least six months before the final exam. We would need to have a few meetings, discuss the visualization of this project, and set up a time line. This is important so we could control our time frame on this project and be able to keep up with my IEP accountability for them.I am also worried about the time constraints and if they do not get the information, how will I reteach it? Because I teach inclusion and have many students with IEPs in class, I also struggle with their accountability too. All valid concerns: These are additional reasons two heads are better than one.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
The strategy I would use to get out of the fixed schedule library box is try to collaborate the school librarian with whatever she/he teaches a concept on Tuesdays and try to apply them in my classroom somehow. So that way, the concept that our students learn will continue go through spiral curriculum. By next Tuesday, when they show up, they could share the application of the concept that they learned all throughout the week with the school librarian. The library where I work at serves K-12 so there is fixed schedule and we understood the reason for it. The librarian is very strict about us showing up "anytime" but try to make an appointment in advance. Most of the time, she usually is flexible if communication and for a good purpose...she doesn't do collaboration with the teachers because she can't serve all teachers in K-12 as she has library duties by herself. The only thing she could do is to support the reading teachers with the Accelerated Reading program that the library had implemented 5 years ago. At Texas School for the Deaf, they have 2 libraries, one for elementary and one for middle & high school so I can see that a collaboration can happen there. This is where I hope to work one day. I disagree with the assessment that she can't serve all of the K-12 teachers. That IS her job and her "library duty."
I think the librarian should introduce or extend a concept. I know that lessons are not effective if they are taught in isolation. This is why collaboration is key. It is essential for the librarian to meet with the teacher, so he/she can extend the lesson. This way the librarian isn't the only one teaching the concept. The lessons should be collaborative with the other departments. Another option may be to extend the lesson by having small groups come to the library and the librarian could finish/extend the original lesson. I know that many students finish 10 minutes earlier than the rest of the class. These students could go to the library and work on a designated lesson every day for 10-15 minutes which would provide the teacher with more time for other students. While this might not work with every student, it could be used to target specific groups. This could be implemented with struggling readers, ESL students, GT students, or any child that might need help. I also know at my school while we have a fixed schedule plan, pretty much any time students can just go check out a book. I also know, that she allows the teachers to schedule extra time in the library depending on concepts that are being taught and the technology that will be needed. These are good ideas for meeting students' needs. These can also happen when the whole class meets in the library. Each educator can work with various individuals or small groups as needed. Bottom line: Fixed schedules are not a best practice because there simply is not time for instruction if the focus is on book checkout.
· Purpose
* How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? Drawing Inferences
As the math teacher, if I want to have summarization and note taking strategies in my classroom, I don't see any connection in the usage of the school library. I would collaborate with my students' writing teacher and the technical instructional teacher to develop a final exam for my math students. If I'm a reading teacher, I would make a connection with the school library by asking the school librarian to share my students a set of books, maybe under the same theme. I would choose a story that is represented in many cultures for example, Cinderella. Then the student would take notes about the difference between the two Cinderella storybooks in English. Finally they would present their summary through America Sign Language at the library. We could make it an event and invite parents to the school library; this would make it useful and visible. The students probably would enjoy the different scenario rather than being in the same scenario of spending all day, in their classroom. Notemaking is part of this lesson, but the focus is on drawing inferences. Is that something that should be taught through the library program?
This connects seamlessly for me. I am currently working on inferencing, theme, and using text evidence. I will be able to take these tools and this lesson and make it fit into my classroom. It would be wonderful if the librarian could find these books or other books that would fit for this lesson. As a teacher, I think it would be very beneficial for students to receive this type of instruction. I like the idea of using real books and not just a printed off story so that kids are able to analyze and infer from good pieces of literature. I think visually appealing texts are going to be more relevant and their will be greater success with students. Agreed.
* List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example: Good
Objective
Verb
Level on Bloom’s
Objective 1
Identify
Comprehension
Objective 1
Recall
Remembering
Objective 2
Describe
Understanding
Objective 3
Dramatized
Applying
Objective 4
Differentiate
Analyzing
Objective 5
Evaluate
Evaluating
Objective 6
Develop
Creating
Objective
Verb
Level on Bloom's
Objective 1
Recall
Remembering
Objective 2
Combine (evidence)
Understanding
Objective 3
Record
Remembering
Objective 4
Use (note making)
Applying
Objective 5
Craft
Creating
· Resources, Materials, and Equipment Children’s Literature, Young Adult Literature, or Other Resources Freedom Summer, by Deborah Wiles, illustrated by Jerome Lagarrigue Goin' Someplace Special, by Patricai McKissack, illustrated by Jerry Pinkney Teammates, by Peter Golenbock, illustrated by Paul Bacon The Unbreakable Code, by Sara Hoagland Hunter, illustrated by Julia Miner Voices of the Alamo, by Sherry Garland, illustrated by Julia Miner
Check this link of our Prezi, an example of making prediction and Inference on Freedom Summer - Prezi
Brava! Your Prezi idea is great. I would use this about half way through the story. Note: There many grammatical/spelling errors on your Prezi. ;-( Fixed. Thanks Dr M
* Which are the different formats or genres used to support learners? They all are children books about people of colors - some are award winners Freedom Summer - diversity, African Americans and male Goin' Someplace Special - diversity, African Americans and female Teammates - diversity, sports, historical & who love baseball The Unbreakable Code - diversity, family, historical & Native Americans Voices of the Alamo - diversity, historical & Native Americans
We are living in the country where all diverse cultures are represented, so it is nice to have a theme focusing on one or two kind people of different color. We need to learn, respect, and appreciate all of our differences. Agreed Marsha: Do you have a recommendation for a picture book that shows a deaf child being discriminated against?
* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Computer with internet access, most definitely. Popplet - Popplet - They could use it as graphic organizer, and students can be so creativity with this program. For example, they can change colors, designs, etc. Prezi - Prezi - fun version of powerpoint, can use video, images, etc and that they can be so creative.
They can present their project using the smart board, a great visual tool for everyone, so they can see and appreciate the other students' presentation work.If the lesson was extended, and they created their own stories with themes based off the text, students could make interactive books on Animoto, Power Point, Prezi, or Movie Maker.
Be sure to keep the focus on the learning objective: drawing inferences. For example, if they make their own stories, it would be important for their readers (classmates or others) to make inferences from their work.
· Collaboration
* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. Both educators have specific roles which means it is imperative to have two educators to support the lesson. One's job is to read the "anchor book" while the other records both of the educator's inferences during and after reading. Both educators will also need to monitor small groups and help with guided practice. Ideally, this lesson should be extended to the library where one educator/ librarian can assist in monitoring the instruction.
The teacher will be able to provide the class deeper discussion on the topic along with the support of the librarian with the materials that s/he has to offer. Then, they can overlap their role so the students can see how two educators collaborate. This would also demonstrate collaboration among adults which would help students see a positive real world model for them. Two heads are better than one.
Yes! Be careful. Try to avoid the term "support" when you are describing coteaching. "Support" suggests one person is in the driver's seat and the other is a passenger rather than both being co-pilots.
· Assessment
* Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Students should be recording in their graphic organizers, and educators should be assessing the accuracy and completeness of these. "It is important for students show use of evidence, background knowledge, and inferences to construct themes that indicate deep comprehension" (92 Moreillon).
Students should be able to retell their inferences or making predictions in American Sign Language. They can use the webcam then we'll sit one-one to discuss on their video for instant feedback and for my assessment of their outcomes.
Excellent
* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes, there are opportunities for students to self assess. They can also assess through the KWL chart and their finished product. 4.4 Self-Assessment Strategies - If I were co-identifying a self-assessment learning objective, I would choose just ONE of these. Which is the best for this lesson?
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
A simple self-evaluation rubric, it probably would be their first time doing "self-evaluation' - provide a mini workshop on how to do the self evaluation with the 6th graders to get the feeling on how to do it before this big RCS project.
· Standards
Reading and/or writing = TOO MANY - Choose two - tops! Which of these is actually being assessed by the graphic organizers? CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading (6th grade)
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary works.
(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.
(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction;
(B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and
(C) describe different forms of point-of-view, including first- and third-person.
7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from
text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;
(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.
(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(ii) guide and inform the reader's understanding of key ideas and evidence;
Listening and speaking
(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective;
(B) follow and give oral instructions that include multiple action steps; and
(C) paraphrase the major ideas and supporting evidence in formal and informal presentations.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas Social studies
Information literacy
We will build the background knowledge by adding different kinds of information before introducing a theme to the class. For example, if we introduce the class on this children literature, Freedom Summer, our students' generation doesn't experience any oppression or discrimination. So we need to introduce them how people of colors were treated differently in the past and that we have a law to protect every human's right. This would be a great time to show video clips or extend the lesson by bringing in expository texts and other reading materials.
Educational technology
1 Inquire, think critically, and gain knowledge. 1.1.6. Skills: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
ELA reading and writing is integrated.
(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(ii) guide and inform the reader's understanding of key ideas and evidence;
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
Which AASL indicators align with this lesson? Give both the number and the description for each.
1 Inquire, think critically, and gain knowledge. 1.1.6. Skills: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
The students will develop the skill on how to read, view and listen/see the information through technology to make inferences.
Implementation
· Process
Motivation
Students should be brainstorming possible themes from familiar stories.
We can empower the students on pick which theme per to their motivation. Do the pre KWLQ chart, they would love to share what they know.
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
I think this would be effective in capturing students' interest if you had a well read group. I have tried introducing themes with common stories such as The Three Little Pigs and Cinderella; many sixth grades students were not familiar with the two tales and I ended up reading them both. I think it is important to keep this in mind when choosing stories. I quickly found out that just because I am familiar with a story does not mean today's children are. For this reason, I think it is essential to choose a variety of stories so all students could participate. If you know your students, you will be able to choose the best stories for demonstrating themes. That is why it is so important for school librarians to work with classroom teachers who have more knowledge of the students' background knowledge.
I believe building prior knowledge is important foundation before introducing something new then they can make connection and feel motivated.
What are your ideas to increase student buy-in to this lesson? Give at least one.
I would have a list of movies, books, and children's stories. Movies might get some struggling readers to buy-into the lesson. I would then have students brainstorm themes they think would go with the list. To differentiate, the teacher could turn this into a matching game. On one card the educator could provide the movie, book, or children's story. On another card they could provide corresponding themes. Then, students would have to match all of the stories with their corresponding themes. The teacher could make it into a game and even have a race.
Great ideas! Never let a published lesson plan compromise your creativity.
Also have someone tell the books in American Sign Language on a video, so they can have access to both languages.
Student-friendly Objectives
1. Decide when to pause to make an inference or prediction.
2. Combine specific evidence from the text with background knowledge to make inferences.
3.Record evidence, background knowledge, and inferences as notes (when possible).
4. Craft one sentence theme at the end of the reading.
5. Had some prior experience of doing self-evaluation rubric (mini workshop beforehand)
6. Had their teacher/librarian collaboration model them how to do discussion of their predictions and inferences.
Are these objectives at the instructional level of the targeted students? Give an example.
Yes, these are at the specific level. It requires students to combine specific evidence from the text with background knowledge to make inferences. According to the Texas state standard6.3 A which states, "Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic," this is grade level for all sixth grade students. Maybe this is your BEST ELA-R standard for this lesson.
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. Deaf students are visual learner so doing drama or acting out would benefit them greatly, to be able to visualize what the story is all about then they can do inference and make predictions. Dramatizing scenes from this picture book could be quite effective for giving students opportunities to draw inferences.
Are there terms in these objectives that may need to be taught to students? Give an example.
Yes, students must know the basic vocabulary before they begin the lesson. They should also know the following words: theme, inference, predict, text evidence, and background knowledge. While some of these words will be known by students, it is important to reteach these key words. Yes!
Provide them some prior knowledge about the people of colors and how history made difference in our lives according the the children books that they are going to read.
Presentation
Describe the modeling aspect of this lesson.
One teacher will demonstrate the inferences from the book being read aloud. The thought process should be modeled and explained in detail. They should clearly make pauses and explain how they were able to infer from the text. Actually, BOTH educators provide inferences. (See Collaboration, p. 92 and bottom of page 93). This is important because they can demonstrate that no two readers make the same inferences all the time!
Make a chart of two topics, already happened and will happen, allow the students make connection on why/how they predict based on what happened and based on their prior knowledge.
How are the benefits of two or more educators maximized in the presentation component?
If the objectives are divided, then the educators can model and assist with individual students' needs. One educator can also be asking guiding questions while one is modeling the method. Please see above. Both educators should be modeling and asking questions. One may be recording on the graphic organizers but they BOTH should be responsible for all of the objectives.
If we are to make prediction, each person doesn't always make same prediction. This would be good to show how we came to different conclusion and we would be a positive role model by showing that everyone can work together.
Student Participation Procedures or Student Practice Procedures
1. Select a piece of evidence from the text and record it on the graphic organizer.
2. Connect the evidence with the background knowledge and record a note about it.
3. Restate one of the possible themes or compose an original one-sentence theme based on the inference.
4. Based on teacher's observation of each student's participation in paired, small and big group discussion.
Are the directions clear? Give an example. - The question whether or not the directions were clear for the students (based on the Student Practice Procedures).
Guided Practice
Yes, it should be clear to most educators. It states, "Monitor for comprehensible notes and note making format." As an educator, I wish it would come with an example to help guide the educators. It would help me if there were examples of what teachers came up with. I do a lot better just going by example.
I'm a visual learner, so it's important to me to present a model to show my students what my expectation is so they can visualize what kind of work they'll need to do or what need to be done. Maybe the librarian and I could have some kind of discussion over our predictions and inferences in front of the class. This way students will see how we did it. (This is what is precisely what is suggested in this lesson plan.)
How are the benefits of two or more educators maximized in the guided practice component?
With two educators monitoring, they are better able to support students applying these critical thinking skills. They are also able to help students at different parts in the process. One educator could be working with students and the matrix while the other is helping them pause to make inferences.
If we want to give the students the guided practice, it is important to have two participate so one can become the model. For example, we could model them by showing how we discuss our predictions and inferences. It would be less meaningful if I do it by myself. Agreed.
Closure
Are students active in the closure component? What are students doing for closure?
Yes, they should be sharing in the process of how they went about making inferences and developing one-sentence themes. They can work in small groups or think-pair-share.
In conclusion, students can share as a whole class, and this information could be displayed. It is up to the educator if this should be a small group or class activity.
Small group sharing then whole group sharing so everyone could benefit from each other. Good.
Reflection
How is the reflection component related to the learning objectives?
One of the main objectives is to make inferences and the reflection asks students to think about their thoughts on inferencing and how it led to creating themes in stories. It has students reflect on their thinking abilities which is critical because inferenecing is all about their thinking skills. It is very hard to think about the thinking process, and if we are able to have students document this, it might help them when they are working on another assignment that requires the ability to inference.
As they share their thinking, by pulling out their thoughts. Ask some questions to make them think and encourage discussion to share other's thoughts about why they think that specific way. They need to be exposed to various kinds of critical thinking skills. They all can learn from each other and apply this concept to themselves.
· Extensions
What are your other ideas for extensions to this lesson? Describe at least one.
We could have students extend this project by having them create their own story with a theme. They could create a fable, a fairy tale, or a short story. They could go to the library, and they could find a tale that would fit the time constraints and the structure of the assignment. Next, they could create a fractured tale based off of the original they read. After that, I would require students to model some of the of the same strategies that their books use. This would help other students infer the theme they created. In essence, students would be required to create a short story with a theme and share with the class. Good
Another idea, would be to have students go to the library find another book from preselected selection of books. They would choose a book, length would depend upon reading/grade levels, and read it. When they are finished, they could write a one page paper over the theme and the text evidence that led them to support their conclusions. This could be presented in a variety of formats including Web 2.0 formats.
They could act it out one of those books. Or add extra information about the book like for example, "Teamwork." They could share another information or tidbits such as Baseball Hall of Fame in Coopertown, New York. Or they can come up some questions for their "interview" project with a few people in related on the book that they are reading.
These are excellent ideas that focus on drawing inferences. That is an essential idea in extensions for this lesson/unit.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Why buy when you can make up your own graphic organizers that meet the needs of your students and the specific texts they are reading? Dr. M, true you got a good point!! :D
Brava for your Works Cited. Don't forget to italicize book and Web site titles!
Welcome to our Lesson plan Deconstruction - DR. M
Collaborators: Marsha and Jordan
Black - copied from Dr. M's wiki
Dr. M.The mind mapping tool was made using Popplet. It is linked below.
http://popplet.com/app/#/897254
Link to: Collaborative Lesson Plan
Instructional Level: Advanced: Grades 4-6
Lesson: Making Predictions and Inferences
Prewriting/thinking Tools: Pre - KWLQ chart
Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet.
A graphic organizer differs from a worksheet in several important ways.
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC or on page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.
Important:
Reading Comprehension Strategy: CS4TRC page 92 - Making Prediction and Inferences
Instructional Level: Advanced: Grades 4-6
Planning
· Reading Comprehension Strategy (RCS)
* Name the RCS. CS4TRC page 92 - Making Prediction and Inferences
Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator
Note: The lesson plans in CS4TRC were published before AASL’s Standards for the 21st Century Learner were available. If you are using CRCSSSL, the AASL indicators are given.
# 1 Inquire, think critically, and gain knowledge. 1.1.6. Skills: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Brava! Note the keyword "inferences."
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.
· Reading Development Level
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows:
Advancing: Grades 7-8
Advanced: Grades 9-10
Challenging: Grades 11-22
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the CS4TRC advanced lesson with less proficient 8th-grade students.
· Instructional Strategies - for the lesson Cues, Advanced Organizers, and Notemaking
Review these strategies on page 13 in CS4TRC or on page 16 in CRCSSL.
* Which of these research-based instructional strategies have you used in your teaching? Name them.
Identify similarities and differences:
My math department invested in the following program, IXL Math - Online math practice , we love it because it gives us instant feedback. It tells us if the student's answer was wrong, and it also motivates our students to earn a medal. I told my students to stop when they reach 80% but often they would want to finish off with 100% to receive a medal. I like it because we empowered our students with their own grade; they can decide which grade they want to stop at. Recently, I was working with my classes on their graphing skills as they are on their IEP goal, I came across to this cool practice, using Venn diagrams. I could see it was challenge for them, at the beginning, but after a few practices along with the periodic feedback, they were able to be successful!! This is an outstanding visual tool for our deaf students!! You may try it; it will allow you to do 10 practices to get the feeling before deciding if you want to purchase it. I'm telling you, it's worth the money!! IXL is using most of the state standards, even in Texas. I have also used Venn diagrams. I use this all the time in my language arts classroom. Sometimes it is done informally as a T-chart on a sheet of scratch paper, but other times it can be in the form of a Venn Diagram the teacher has provided. We are also creating analogies. I have mainly focused on synonyms, antonyms, and part to whole analogies. When I teach this, I start out easy by modeling a few examples. Then, I have students create their own. This is great to do when reading a novel; you can get some really interesting connections with what the kids are reading. They are always coming up with connections I did not make.
The important thing to remember about Venns and T-Charts is that the entries must be parallel. For example, if the habitat is entered on the diagram/chart and is different for each animal, each entry should be recorded on the same line (or as #1). If the purpose is to show similarities and differences, entries should not be made at random.
Cooperative learning:
My math department used to have math lab activity every Friday but not for the last few years because of our accountability to meet the state's standards. So we decided to do it once every other month on a selected Friday. The most recent activity we had was to celebrate, "Pi Day." The students were divided in small groups, and they worked together measuring the circumference of a circle. They did this by using thread taped on the floor and a given formula. From there, they were able to find the answer. They used the same thread, placed it in a straight line, and measured it. Both measurements are about the same!! Then we all put each group's thread (each group had different size of thread) into a big circle using tape on the floor; it was so much fun, and they all were helping each other. This definitely was a cooperative learning activity!
Summarizing and note taking:
We are currently reading the novel, Holes, (italicize online - underlining = a hyperlink) and I have students annotate their novels. Each student is provided their own copy, and I pass out sticky notes so they can record their ideas and observations. They record a note every 1-2 pages. They can draw simple pictures, take simple notes, and write anything that seems significant. An example might be, "Page 32. Stanley was sentenced to camp...Simile-The sweat dripped down the shovel like a water fountain..." Can you teach students to shorten their notes. e.g. S. sentenced 2 camp
Nonlinguistic representations:
Recently, I had students draw pictures of context clue words. Each student had to look up a series of words and figure out what they meant. On one side of the index card they wrote the word and drew a picture, and on the other side they wrote the definition that they could infer based off of the word clues. I struggle more with kinesthetic activities. Another activity I have tried was when students were writing similes and analyzing them in poetry. I provided a jar full of pictures. Working in small groups, students would choose two random pictures out of the jar and create similes. They had to create about ten similes using twenty different pictures. They seem to enjoy this activity. It increased understanding, and it made them create, work collaboratively, and think outside of the box. Yes! for creative thinking using kinesthetic activities.
Setting Objectives and providing feedback:
This is a regular occurrence in my classroom. I think this is essential when working on writing and reading strategies. First, we discuss what needs to be done. Many times we "unpack" an assessment. This means we look at whatever we are doing and break it down by individual objectives. For example if students had to write an expository essay. We would discuss all of the components such as transitions, variety of sentences, and a well developed thesis. Many times I place these on sentences strips and have it displayed in the classroom. I also think feedback is highly valuabe. I don't consider a grade feeback. I think it is important to make constructive comments on students work. While this might take time, it is a valuable tool in the classroom.
Do you post the objectives on the board in student-friendly language?
* Which of these instructional strategies do you need to learn? Name them and describe them.
Summarizing and note taking:
Since I teach math, we don't really do much summarizing. But now I think I have some ideas on how to apply this in my math classroom. Since the final exam is coming up, I could have my students pick any lesson in their math textbook that they have learned throughout the year and summarize the lesson. They would do this using American Sign Language. It would give me a real assessment of how much they have learned through their first language as well on how they take notes and structure the information into a summary. With the technology wonder we are having in this century, I could give them some options of how they want to present his/her lesson to their own class by using one of the web 2.0 tools. Great idea - lots of possibilities for success.
Questions, cues, and advanced organizers:
While I feel confident about the questioning aspect, I struggle with the cues. As a fluent reader, I have a difficult time modeling "think-alouds" and cues. It seems to be obvious, so I don't always know what the kids are missing unless I am working with a small group or an individual. It is then difficult for me to model my thinking especially when it comes to inferencing skills. I find myself wanting to say, "That's just the way it is." "Advance organizers (Cues) take the surprise out of what is to come, help students retrieve what they already know about a topic, and focus them on the new information"(INFOhio). I have a hard time explaining this concept to students and guiding them in the direction they need to go. This is SO important because this is true for almost every teacher/adult reader. We apply our comprehension skills automatically. It is important for us to put ourselves in the shoes of the striving reader. Think-alouds are key. Solution: Practice think-alouds with a colleague.
· Lesson Length
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).
Since my students are low readers, I wonder how much time they would need to do the summarizing and note taking? I agree with you. This must be strongly modeled for the students to understand. Should I collaborate with their writing teacher as well? Make it integrated as the writing and math final exam for our students? Doing the note taking in English then they will do the summary in America Sign Language. I believe they could be able to do this project if I give my model to my students of what my expectation and provide some experiences/exposure of using most of web 2.0 tools like providing some hands on workshop during the class time. I'm worried about the time consuming on this one project when I would have to put my IEP accountability for them on hold? Or should I redesign the IEP goal by using this concept next year, it would be more authentic assessment of each student's learning through both languages, I could record each student's presentation in America Sign Language as evidence to present at their IEP meeting. Then again, I'll need to have a video recorder and a MAC for transferring their video on a USB. We have instructional technology teacher, maybe I could collaborate with him to support that video part. This collaboration would be very new to our department, so I'd say probably the collaboration must happen at least six months before the final exam. We would need to have a few meetings, discuss the visualization of this project, and set up a time line. This is important so we could control our time frame on this project and be able to keep up with my IEP accountability for them. I am also worried about the time constraints and if they do not get the information, how will I reteach it? Because I teach inclusion and have many students with IEPs in class, I also struggle with their accountability too.
All valid concerns: These are additional reasons two heads are better than one.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
The strategy I would use to get out of the fixed schedule library box is try to collaborate the school librarian with whatever she/he teaches a concept on Tuesdays and try to apply them in my classroom somehow. So that way, the concept that our students learn will continue go through spiral curriculum. By next Tuesday, when they show up, they could share the application of the concept that they learned all throughout the week with the school librarian. The library where I work at serves K-12 so there is fixed schedule and we understood the reason for it. The librarian is very strict about us showing up "anytime" but try to make an appointment in advance. Most of the time, she usually is flexible if communication and for a good purpose...she doesn't do collaboration with the teachers because she can't serve all teachers in K-12 as she has library duties by herself. The only thing she could do is to support the reading teachers with the Accelerated Reading program that the library had implemented 5 years ago. At Texas School for the Deaf, they have 2 libraries, one for elementary and one for middle & high school so I can see that a collaboration can happen there. This is where I hope to work one day.
I disagree with the assessment that she can't serve all of the K-12 teachers. That IS her job and her "library duty."
I think the librarian should introduce or extend a concept. I know that lessons are not effective if they are taught in isolation. This is why collaboration is key. It is essential for the librarian to meet with the teacher, so he/she can extend the lesson. This way the librarian isn't the only one teaching the concept. The lessons should be collaborative with the other departments. Another option may be to extend the lesson by having small groups come to the library and the librarian could finish/extend the original lesson. I know that many students finish 10 minutes earlier than the rest of the class. These students could go to the library and work on a designated lesson every day for 10-15 minutes which would provide the teacher with more time for other students. While this might not work with every student, it could be used to target specific groups. This could be implemented with struggling readers, ESL students, GT students, or any child that might need help. I also know at my school while we have a fixed schedule plan, pretty much any time students can just go check out a book. I also know, that she allows the teachers to schedule extra time in the library depending on concepts that are being taught and the technology that will be needed.
These are good ideas for meeting students' needs. These can also happen when the whole class meets in the library. Each educator can work with various individuals or small groups as needed. Bottom line: Fixed schedules are not a best practice because there simply is not time for instruction if the focus is on book checkout.
· Purpose
* How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? Drawing Inferences
As the math teacher, if I want to have summarization and note taking strategies in my classroom, I don't see any connection in the usage of the school library. I would collaborate with my students' writing teacher and the technical instructional teacher to develop a final exam for my math students. If I'm a reading teacher, I would make a connection with the school library by asking the school librarian to share my students a set of books, maybe under the same theme. I would choose a story that is represented in many cultures for example, Cinderella. Then the student would take notes about the difference between the two Cinderella storybooks in English. Finally they would present their summary through America Sign Language at the library. We could make it an event and invite parents to the school library; this would make it useful and visible. The students probably would enjoy the different scenario rather than being in the same scenario of spending all day, in their classroom.
Notemaking is part of this lesson, but the focus is on drawing inferences. Is that something that should be taught through the library program?
This connects seamlessly for me. I am currently working on inferencing, theme, and using text evidence. I will be able to take these tools and this lesson and make it fit into my classroom. It would be wonderful if the librarian could find these books or other books that would fit for this lesson. As a teacher, I think it would be very beneficial for students to receive this type of instruction. I like the idea of using real books and not just a printed off story so that kids are able to analyze and infer from good pieces of literature. I think visually appealing texts are going to be more relevant and their will be greater success with students. Agreed.
· Objectives
Review Bloom’s Taxonomy: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
* List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example: Good
· Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources
Freedom Summer, by Deborah Wiles, illustrated by Jerome Lagarrigue
Goin' Someplace Special, by Patricai McKissack, illustrated by Jerry Pinkney
Teammates, by Peter Golenbock, illustrated by Paul Bacon
The Unbreakable Code, by Sara Hoagland Hunter, illustrated by Julia Miner
Voices of the Alamo, by Sherry Garland, illustrated by Julia Miner
Websites
Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site.
Popplet - Popplet
Prezi - Prezi
Graphic Organizers - Graphic Organizers - Education Place
Rubric Maker - Rubistar
Check this link of our Prezi, an example of making prediction and Inference on Freedom Summer - Prezi
Brava! Your Prezi idea is great. I would use this about half way through the story. Note: There many grammatical/spelling errors on your Prezi. ;-(
Fixed. Thanks Dr M
Materials
Computer
Smartboard
Rubistar - customized rubrics
Graphic Organizers - print outs
Equipment
Computer
Smartboard
* Which are the different formats or genres used to support learners?
They all are children books about people of colors - some are award winners
Freedom Summer - diversity, African Americans and male
Goin' Someplace Special - diversity, African Americans and female
Teammates - diversity, sports, historical & who love baseball
The Unbreakable Code - diversity, family, historical & Native Americans
Voices of the Alamo - diversity, historical & Native Americans
We are living in the country where all diverse cultures are represented, so it is nice to have a theme focusing on one or two kind people of different color. We need to learn, respect, and appreciate all of our differences.
Agreed
Marsha: Do you have a recommendation for a picture book that shows a deaf child being discriminated against?
* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Computer with internet access, most definitely.
Popplet - Popplet - They could use it as graphic organizer, and students can be so creativity with this program. For example, they can change colors, designs, etc.
Prezi - Prezi - fun version of powerpoint, can use video, images, etc and that they can be so creative.
They can present their project using the smart board, a great visual tool for everyone, so they can see and appreciate the other students' presentation work. If the lesson was extended, and they created their own stories with themes based off the text, students could make interactive books on Animoto, Power Point, Prezi, or Movie Maker.
Be sure to keep the focus on the learning objective: drawing inferences. For example, if they make their own stories, it would be important for their readers (classmates or others) to make inferences from their work.
· Collaboration
* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
Both educators have specific roles which means it is imperative to have two educators to support the lesson. One's job is to read the "anchor book" while the other records both of the educator's inferences during and after reading. Both educators will also need to monitor small groups and help with guided practice. Ideally, this lesson should be extended to the library where one educator/ librarian can assist in monitoring the instruction.
The teacher will be able to provide the class deeper discussion on the topic along with the support of the librarian with the materials that s/he has to offer. Then, they can overlap their role so the students can see how two educators collaborate. This would also demonstrate collaboration among adults which would help students see a positive real world model for them. Two heads are better than one.
Yes! Be careful. Try to avoid the term "support" when you are describing coteaching. "Support" suggests one person is in the driver's seat and the other is a passenger rather than both being co-pilots.
· Assessment
* Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.
Students should be recording in their graphic organizers, and educators should be assessing the accuracy and completeness of these. "It is important for students show use of evidence, background knowledge, and inferences to construct themes that indicate deep comprehension" (92 Moreillon).
Students should be able to retell their inferences or making predictions in American Sign Language. They can use the webcam then we'll sit one-one to discuss on their video for instant feedback and for my assessment of their outcomes.
Excellent
* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes, there are opportunities for students to self assess. They can also assess through the KWL chart and their finished product.
4.4 Self-Assessment Strategies -
If I were co-identifying a self-assessment learning objective, I would choose just ONE of these. Which is the best for this lesson?
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
A simple self-evaluation rubric, it probably would be their first time doing "self-evaluation' - provide a mini workshop on how to do the self evaluation with the 6th graders to get the feeling on how to do it before this big RCS project.
· Standards
Reading and/or writing = TOO MANY - Choose two - tops! Which of these is actually being assessed by the graphic organizers?
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading (6th grade)
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and
(C) compare and contrast the historical and cultural settings of two literary works.
(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.
(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction;
(B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and
(C) describe different forms of point-of-view, including first- and third-person.
7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from
text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;
(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.
(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(ii) guide and inform the reader's understanding of key ideas and evidence;
Listening and speaking
(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective;
(B) follow and give oral instructions that include multiple action steps; and
(C) paraphrase the major ideas and supporting evidence in formal and informal presentations.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Other content areas
Social studies
Information literacy
We will build the background knowledge by adding different kinds of information before introducing a theme to the class. For example, if we introduce the class on this children literature, Freedom Summer, our students' generation doesn't experience any oppression or discrimination. So we need to introduce them how people of colors were treated differently in the past and that we have a law to protect every human's right. This would be a great time to show video clips or extend the lesson by bringing in expository texts and other reading materials.
Educational technology
- What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
ELA reading and writing is integrated.(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(ii) guide and inform the reader's understanding of key ideas and evidence;
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
- 1 Inquire, think critically, and gain knowledge. 1.1.6. Skills: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
The students will develop the skill on how to read, view and listen/see the information through technology to make inferences.Implementation
· Process
Motivation
Students should be brainstorming possible themes from familiar stories.
We can empower the students on pick which theme per to their motivation. Do the pre KWLQ chart, they would love to share what they know.
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
I think this would be effective in capturing students' interest if you had a well read group. I have tried introducing themes with common stories such as The Three Little Pigs and Cinderella; many sixth grades students were not familiar with the two tales and I ended up reading them both. I think it is important to keep this in mind when choosing stories. I quickly found out that just because I am familiar with a story does not mean today's children are. For this reason, I think it is essential to choose a variety of stories so all students could participate.
If you know your students, you will be able to choose the best stories for demonstrating themes. That is why it is so important for school librarians to work with classroom teachers who have more knowledge of the students' background knowledge.
I believe building prior knowledge is important foundation before introducing something new then they can make connection and feel motivated.
- What are your ideas to increase student buy-in to this lesson? Give at least one.
I would have a list of movies, books, and children's stories. Movies might get some struggling readers to buy-into the lesson. I would then have students brainstorm themes they think would go with the list. To differentiate, the teacher could turn this into a matching game. On one card the educator could provide the movie, book, or children's story. On another card they could provide corresponding themes. Then, students would have to match all of the stories with their corresponding themes. The teacher could make it into a game and even have a race.Great ideas! Never let a published lesson plan compromise your creativity.
Also have someone tell the books in American Sign Language on a video, so they can have access to both languages.
Student-friendly Objectives
1. Decide when to pause to make an inference or prediction.
2. Combine specific evidence from the text with background knowledge to make inferences.
3.Record evidence, background knowledge, and inferences as notes (when possible).
4. Craft one sentence theme at the end of the reading.
5. Had some prior experience of doing self-evaluation rubric (mini workshop beforehand)
6. Had their teacher/librarian collaboration model them how to do discussion of their predictions and inferences.
- Are these objectives at the instructional level of the targeted students? Give an example.
Yes, these are at the specific level. It requires students to combine specific evidence from the text with background knowledge to make inferences. According to the Texas state standard6.3 A which states, "Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic," this is grade level for all sixth grade students.Maybe this is your BEST ELA-R standard for this lesson.
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line. Deaf students are visual learner so doing drama or acting out would benefit them greatly, to be able to visualize what the story is all about then they can do inference and make predictions.
Dramatizing scenes from this picture book could be quite effective for giving students opportunities to draw inferences.
- Are there terms in these objectives that may need to be taught to students? Give an example.
Yes, students must know the basic vocabulary before they begin the lesson. They should also know the following words: theme, inference, predict, text evidence, and background knowledge. While some of these words will be known by students, it is important to reteach these key words.Yes!
Provide them some prior knowledge about the people of colors and how history made difference in our lives according the the children books that they are going to read.
Presentation
- Describe the modeling aspect of this lesson.
One teacher will demonstrate the inferences from the book being read aloud. The thought process should be modeled and explained in detail. They should clearly make pauses and explain how they were able to infer from the text.Actually, BOTH educators provide inferences. (See Collaboration, p. 92 and bottom of page 93). This is important because they can demonstrate that no two readers make the same inferences all the time!
Make a chart of two topics, already happened and will happen, allow the students make connection on why/how they predict based on what happened and based on their prior knowledge.
- How are the benefits of two or more educators maximized in the presentation component?
If the objectives are divided, then the educators can model and assist with individual students' needs. One educator can also be asking guiding questions while one is modeling the method.Please see above. Both educators should be modeling and asking questions. One may be recording on the graphic organizers but they BOTH should be responsible for all of the objectives.
If we are to make prediction, each person doesn't always make same prediction. This would be good to show how we came to different conclusion and we would be a positive role model by showing that everyone can work together.
Student Participation Procedures or Student Practice Procedures
1. Select a piece of evidence from the text and record it on the graphic organizer.
2. Connect the evidence with the background knowledge and record a note about it.
3. Restate one of the possible themes or compose an original one-sentence theme based on the inference.
4. Based on teacher's observation of each student's participation in paired, small and big group discussion.
Guided Practice
Yes, it should be clear to most educators. It states, "Monitor for comprehensible notes and note making format." As an educator, I wish it would come with an example to help guide the educators. It would help me if there were examples of what teachers came up with. I do a lot better just going by example.
I'm a visual learner, so it's important to me to present a model to show my students what my expectation is so they can visualize what kind of work they'll need to do or what need to be done. Maybe the librarian and I could have some kind of discussion over our predictions and inferences in front of the class. This way students will see how we did it. (This is what is precisely what is suggested in this lesson plan.)
- How are the benefits of two or more educators maximized in the guided practice component?
With two educators monitoring, they are better able to support students applying these critical thinking skills. They are also able to help students at different parts in the process. One educator could be working with students and the matrix while the other is helping them pause to make inferences.If we want to give the students the guided practice, it is important to have two participate so one can become the model. For example, we could model them by showing how we discuss our predictions and inferences. It would be less meaningful if I do it by myself. Agreed.
Closure
- Are students active in the closure component? What are students doing for closure?
Yes, they should be sharing in the process of how they went about making inferences and developing one-sentence themes. They can work in small groups or think-pair-share.In conclusion, students can share as a whole class, and this information could be displayed. It is up to the educator if this should be a small group or class activity.
Small group sharing then whole group sharing so everyone could benefit from each other.
Good.
Reflection
- How is the reflection component related to the learning objectives?
One of the main objectives is to make inferences and the reflection asks students to think about their thoughts on inferencing and how it led to creating themes in stories. It has students reflect on their thinking abilities which is critical because inferenecing is all about their thinking skills. It is very hard to think about the thinking process, and if we are able to have students document this, it might help them when they are working on another assignment that requires the ability to inference.As they share their thinking, by pulling out their thoughts. Ask some questions to make them think and encourage discussion to share other's thoughts about why they think that specific way. They need to be exposed to various kinds of critical thinking skills. They all can learn from each other and apply this concept to themselves.
· Extensions
- What are your other ideas for extensions to this lesson? Describe at least one.
We could have students extend this project by having them create their own story with a theme. They could create a fable, a fairy tale, or a short story. They could go to the library, and they could find a tale that would fit the time constraints and the structure of the assignment. Next, they could create a fractured tale based off of the original they read. After that, I would require students to model some of the of the same strategies that their books use. This would help other students infer the theme they created. In essence, students would be required to create a short story with a theme and share with the class.Good
Another idea, would be to have students go to the library find another book from preselected selection of books. They would choose a book, length would depend upon reading/grade levels, and read it. When they are finished, they could write a one page paper over the theme and the text evidence that led them to support their conclusions. This could be presented in a variety of formats including Web 2.0 formats.
They could act it out one of those books. Or add extra information about the book like for example, "Teamwork." They could share another information or tidbits such as Baseball Hall of Fame in Coopertown, New York. Or they can come up some questions for their "interview" project with a few people in related on the book that they are reading.
These are excellent ideas that focus on drawing inferences. That is an essential idea in extensions for this lesson/unit.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details.
Works Cited
Chapter 110.18. English Language Arts and Reading, Grade 6. Texas Essential Knowledge and Skills for English Language Arts and Reading, n.d. Web. 24 March 2013. <http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.html>
English Language Arts Standards: Reading: Literature, Grade 6. Common Core State Standards Initiative, n.d. Web. 24 March 2013. <http://www.corestandards.org/ELA-Literacy/RL/6>
INFOhio & 21st Century Learning Skills." INFOhio & 21st Century Learning Skills. N.p., n.d. Web. 24 Mar. 2013. <http://learningcommons.infohio.org/index.php?catid=50>.
IXL - Online Math Practice. IXL, n.d. Web 23 March 2013. <http://www.ixl.com/standards/texas/math>
Overbaugh, Richard C., Schultz ,Lynn. Bloom's Taxonomy. Old Dominio University, n.d. Web. 24 March 2013. <http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm>
Moreillon, Judi. Maximizing Your Impact. Collaborative Strategies for Teaching Reading Comprehension, 2007.
Standards for the 21st-Century Learners. American Association of School Librarians, 2007. Web. 24 March 2013 <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf>
Summarizing and Note Taking. Focused on Effectiveness, n.d. Web. 23 March 2013. <http://www.netc.org/focus/strategies/summ.php>
Works Cited for Prezi:
Schoch, Keith. Sit Down and Be Counted: Exploring the Civil Rights Movement with Picture Books. Teach with Picture books, 2011. Web. 26 March 2013. http://teachwithpicturebooks.blogspot.com/2011/02/sit-down-and-be-counted-exploring-civil.html
Summer Freedom. Making Prediction and Inferencing. Created at Prezi. 26 March 2013. <http://prezi.com/wjzsktlu4_en/freedom-summer-making-predictions-and-inferences/?kw=view-wjzsktlu4_en&rc=ref-36180863>
Summer Freedom.Teach with Peace, n.d. Web 26 March 2013. <http://www.teachpeacenow.org/book_freedomsummer.html>
Wiles, Deborah. Freedom Summer. Scholastic Book Wizard, n.d. Web. 26 March 2013. <http://www.scholastic.com/teachers/book/freedom-summer>
Just for your information:
Saw this on Pinterest!! Inference Bundle
Why buy when you can make up your own graphic organizers that meet the needs of your students and the specific texts they are reading? Dr. M, true you got a good point!! :D
Brava for your Works Cited. Don't forget to italicize book and Web site titles!